22 February Science 7–The next step–interdependence of living things–patterns of growth, development, reproduction














This is an important blogpost–bookmark it or save it. Please browse through the following–there is extensive information–you will need to look at it again several times. Be sure to record your thoughts, ideas, questions, wonderings.

We will turn in your projects by the roster. Please be sure you have a paper copy with your name on it and a digital copy properly labeled and uploaded in your dsn. If you are not prepared to turn in your project, immediately send an email to your parents with me copied. Alert them to the fact that you have not turned in a summative assessment. Let them know how much in-class and out-of-class time you have had. If you have not finished, show Dr. F what you have done so far, ask questions you have, provide a timeline for when you will submit the project even though late, then submit the project.

Today we will take the next step in understanding the diversity of life and the interdependence and interconnections among different forms of life. The patterns of growth, development, and reproduction bind living things together. We will begin to look more deeply at examples of interdependence, relationships, and patterns of behavior through focused field study. You already have gained great knowledge of your own local environment here at school by learning about the trees on campus. These trees are landmarks to take us on the next journey.

Native Trees of Delhi https://www.youtube.com/watch?time_continue=7&v=h8uOa0Wfq_4

This view of life https://www.youtube.com/watch?v=vqE2cY1wNuQ&t=2s

Why is biodiversity important https://www.youtube.com/watch?v=GK_vRtHJZu4

The importance of biodiversity https://www.youtube.com/watch?v=5SDMnxwhfuQ

21 Reasons Forests Are Important http://www.mnn.com/earth-matters/wilderness-resources/blogs/21-reasons-why-forests-are-important

An African child was asking her/his mother, “What do ant-lions eat? How do ant-lions dig? Where do ant-lions live? How do ant-lions grow? How do ant-lions move?”, and so on. The mother was busy but was pleased. She said, “If you want to know about the ant-lion, go ask the ant-lion.”

“I have learned about watching my surroundings and how every part of the school has an ecosystem that stretches far beyond most people’s understanding.” (The most important thing I learned during the 2015-2016 school year–7th grade student.)

There are many references in this post. Please note the date and location so that you can return for information you might need.

The next project and assessment will involve a more focused field study. It will also involve the more challenging activity of animal observation. (Remember, the trees do not move from place to place!) Here is the outline of the assessment:

Science 7 Past reflections on 7th grade bird field study

Focused Field Investigation

  1. Students design and carry out a naturalistic field investigation(with a finer focus than the Biodiversity Survey), for example, “Adopt-a-tree”. Attention is directed toward a specific organism / population / interaction.
  2. Data is collected and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, behaviors, successful reproduction and / or population.
  4. Presentation of survey and analysis in a format appropriate to the study decided by individual students in consultation with teacher.
  • SEP
  • Analyzing and interpreting data
  • Obtaining, evaluating, and communicating information
  • CC
  • Structure and function
  • Stability and change
  • DCI
  • Growth, development, and reproduction of Organisms
  • Natural selection and adaptations

Review pre-WOW activities from earlier this year:


Review the following links:

For your reference–an example of a structure related to the function of eating. This structure could be considered an adaptation of a species for a certain way of life. A big question in the study of life is how to explain the origin and diversity of adaptations like beak size, shape, function.








See this links on bird study from earlier 7th grade investigations:

Info on campus birds from past investigations

Here is an example of a scientific paper about birds. This one looks at interactions between two species of crow in India. We have seen both species at school. Notice the different sections of the report.  Interspecific Behavioral Studies of House Crows (Corvus splendens protegatus) and Jungle Crows (Corvus macrorhynchos culminatus) on Mutual Foraging Sites


Campus pigeons:

Examples of field study questions:

  • How many kinds of bird can be seen during surveys (times, dates) on the AES campus?
  • How many specimens of certain species of bird can be seen/counted during censuses carried out on the AES campus ( times, dates)?
  • How many active nests can be found? What species? What behavior can be observed?
  • Develop a list of behaviors (ethogram) observed in a species (bird, for example). Develop a time budget based on the list of behaviors.
  • Focus on particular behaviors, courtship and mating, for example?
  • How many kinds of spider can be found during (times, dates)? How many of each kind? Where?
  • What patterns of behavior can be observed with spiders? What kinds of prey can be observed?
  • How many kinds of ant can be found during (times, dates)? How many of each kind? Where?
  • What is the location of ant nests by species?
  • How many kinds of butterfly? Abundance? Distribution? Feeding pattern? Caterpillars? Pupae?
  • What are the flight patterns of a certain species of bird (take off, landing, flying)?
  • For two closely related species observed on campus, what are the similarities and differences in their ways of life?
  • What is the repertoire of vocalizations of certain species?
  • In observing a section of the schoolyard with flowering plants, what animal visitors come to the flowers? What are the times, sequences, patterns of action associated with the visitors?
  • What is the pattern of visits by animals to specific species? How does the number of visits of potential pollination compare with visits that involve nectar robbery?
  • How many different kinds of bird can be seen on the AES campus during specified times / dates?
  • What is the most abundant bird seen on the campus? Where is it seen? When is it seen? What activities are observed? What is a reasonable estimate for the population that actually lives on campus / visits the campus?
  • How many kinds of call can be discerned for the Indian house crow? for the common myna? How can the calls be described? notated (like music)?
  • How many different behaviors can be described for the blue rock pigeon? (Develop an ethogram for the blue rock pigeon–construct a time budget to accompany an ethogram) (An ethogram is a complete catalog of an animal’s patterns of behavior. Enough detail is provided so that another observer can readily pick them out. Ideally:
    • There is no attempt to explain cause of the behavior in the ethogram.
    • The name given to the pattern should be selected to be
    descriptive and not to infer function. <http://college.holycross.edu/faculty/kprestwi/behavior/e&be_notes/E&BE_ethograms.pdf>)
  • How many active nests can be found on the AES campus? Where are they? What species are nesting? What are the patterns of behavior associated with nesting?
  • How does the blue rock pigeon (or any other easily observed species) take off, fly from place to place, land?
  • What are the flight patterns of the black kite? See: A Study of Bird Flight by E.H. Hankin. Hankin was an English scientist working in India. He observed evidence of bacteriophage activity before bacteriophages were discovered. He did some pioneering studies of bird flight. One of the species he observed was the black kite. The paper below has some observations, including various sketches, of the black kite (pariah kite; cheel in Hindi). It was published in 1911. <https://ia600401.us.archive.org/19/items/AStudyOfBirdFlight/StudyofBirdFlight.pdf>
  • What are the patterns of preening (including the time budget) for preening in the blue rock pigeon (or any species)?
  • What postures does a blue rock pigeon (or other species) display while perched?
  • What interactions occur between members of the same species?Animals outside the class of birds
  • How many different kinds of spider can be found in the middle school rocks?
  • What behaviors can be observed in the Northern palm squirrel <http://eol.org/pages/313086/names/common_names>?

About rfrazier

AES profile = http://aes.ac.in/viewprofile.php?u=6946
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